Introduction
Book banning in the American school curriculum is argued to protect students from potentially inappropriate content and topics that could negatively impact their psyche. This includes excluding books containing scenes of aggression or violence, and books that depict discrimination and racism are often banned. This concept is promoted by supporters of conservative ideas and by those seeking to prevent potentially harmful influences on students during the formation of their personalities.
However, more importantly, this approach significantly limits students’ intellectual freedom. Exposure to different points of view that readers can gain from literature, and the promotion of discussion, have many more benefits. Therefore, students should have access to any literature that is relevant to their age and level of perception.
Improving Critical Thinking
One of the key arguments against book banning is that it limits the ability to develop critical thinking and evaluate situations. Shaji (2023) notes that books that end up on blocklists “often delve into controversial themes and ideas that challenge the status quo and societal norms” (p. 2). It encourages students to develop analytical skills by thinking about complex topics. This can pose dilemmas for students and require them to analyze the context in more depth to form their own opinions about what they have read. Such content is more relevant to real-life situations and helps a person better formulate their position regarding social issues and challenges.
In addition, banned books, considered inappropriate for school reading, often make good discussion topics. Since most social and ethical challenges do not have a single correct solution, each student can form and share their opinion, giving reasons for it. This helps promote pluralism of opinions, fosters respect for others’ opinions, and teaches a complex assessment of the problem (Shaji, 2023). The skills developed by reading a variety of books are necessary not only in the context of school literature study but also beneficial in all areas of activity. Therefore, banning books limits students’ opportunities for intellectual and personal development, which are pivotal for their future lives.
Promoting Empathy
Literature has a significant influence on the formation of readers’ personalities and values. In fact, this was one of the key arguments for book banning in the curriculum (Suico, 2023). However, scenes of violence, which they try to avoid in school literature, cannot become a trigger for such behavior in individuals. It is a mistake to assume that after reading such content, a student will necessarily follow the abuser’s behavior model.
On the contrary, such books often reveal the diversity of human experience and foster a deeper understanding and empathy among individuals (Suico, 2023). The emotional component, which is often integral in such books, enhances and promotes the formation of these values through involvement in the reading process.
Moreover, the introduction and discussion of the content take place under the teacher’s moderation, whose task is to guide the discussion in the right direction. This prevents students from going to extremes but focuses the discussion on the problems the characters face. It helps eliminate prejudice and develops an understanding of the importance of equality and inclusion in society (Shaji, 2023). In the modern era of the Internet, students can access any content almost seamlessly.
Therefore, the teacher’s role in introducing such books is crucial to prevent the formation of false ideas and perceptions. Limiting access to books in schools hurts the creation of a unified society based on mutual respect and acceptance of others. Moreover, such an approach could promote social isolation and the formation of separate communities that do not interact with one another.
Relevance to Real Life
Even though people strive to make the world a better place, reality often falls short of public expectations. Unfortunately, violence and cruelty are part of real-life problems that occur regularly. Ignoring these topics in the literature makes it impossible to prepare students for real-life situations they may encounter (Suico, 2023).
By being exposed to book scenarios, students have enough time and a safe environment to formulate responses to similar circumstances. This implies both emotional resilience and coping tools to face life’s challenges (Shaji, 2023). Books with mature content offer an opportunity to experience some things without having to face them in real life. This allows students to develop appropriate behaviors for different situations in advance. Ignoring these problems in the literature being studied can potentially create a generation unable to solve current issues.
Conclusion
Book banning probably had sufficient reasoning based on the desire to protect children from being taught false values and ideals, as well as suffering mental and emotional trauma through potential triggers. However, banning the study of specific books in the school curriculum has more negative consequences. It limits the development of critical thinking and expression skills, promotes ignorance of social problems, and leaves students unprepared for real life. These consequences obviously offset potential benefits, so the presence of mature content in books should not be a key factor for their ban.
References
Shaji, S. (2023). Unlocking minds: The battle over banned books and the power of free thought. Information Matters, 3(10), 1-12.
Suico, T. (2023). A review of defending frequently challenged young adult books, teaching banned books, and books under fire. Study & Scrutiny: Research on Young Adult Literature, 6(1), 197-204.